BOPPPS模式在高職旅游專業(yè)教學(xué)中的實(shí)踐研究

摘要 近年來，國家大力發(fā)展職業(yè)教育，職業(yè)教育的質(zhì)量穩(wěn)步提升，重視“三教改革”，尤其是針對(duì)教學(xué)模式的探討增多。創(chuàng)新教學(xué)模式，與時(shí)俱進(jìn)，才是提升教學(xué)質(zhì)量、培養(yǎng)人才的關(guān)鍵。文章將BOPPPS教學(xué)模式應(yīng)用到高職旅游管理專業(yè)課程中，進(jìn)行教學(xué)設(shè)計(jì)，以期提高學(xué)生的課堂參與度，提升職業(yè)技能。

關(guān)鍵詞BOPPPS教學(xué)模式；旅游管理；參與式教學(xué)

中圖分類號(hào)：G712文獻(xiàn)標(biāo)識(shí)碼：ADOI：10.16400/j.cnki.kjdk.2022.12.010

Practical Research on BOPPPS Mode in Tourism Professional Teaching in Higher Vocational Colleges WANGZhenkun

（Tianjin College of Commerce， Tianjin 300350）

Abstract In recent years， the state has vigorously developed vocational education， steadily improved the quality of vocational education， attached importance to the "three educaation reform"， especially the discussion on teaching mode has increased. Innovating teaching mode and keeping pace with the times is the key to improving teaching quality and cultivating talents. This paper applies BOPPPS teaching mode to the curriculum of tourism management specialty in higher vocational colleges， and carries out teaching design， in order to improve students' classroom participation and professional skills.

Keywords  BOPPPS teaching mode;tolarism management; participatory teaching

1教學(xué)模式簡介

BOPPPS教學(xué)模式起源于加拿大的教師技能培訓(xùn)工作坊InstructionalSkillWorkshop（ISW），1976年由加拿大溫哥華大學(xué)的DouglasKerr提出，起初用于教師培訓(xùn)，近年來應(yīng)用到學(xué)生教學(xué)實(shí)踐、教學(xué)質(zhì)量監(jiān)控、專業(yè)教學(xué)研究中，目前已在全球30多個(gè)國家被100余所大學(xué)和培訓(xùn)機(jī)構(gòu)采用[1]。（剩余4697字）